Secondary student teachers' personal values and perceptions of Teaching as Inquiry

Vermunt, Jenny

doi:10.24135/teacherswork.v13i1.95

Cited by 2 publications

(1 citation statement)

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“…Furthermore, teachers' perspectives on diversity should be examined two-dimensionally, from the personal and professional perspective. Research in the domain of teachers' professional identity shows that the development of teachers' identity is influenced by both their personal and professional beliefs and values (Vermunt, 2016;Vizek Vidović & Domović, 2019), which is why Pohan and Aguilar (2001) argue that teachers' professional and personal beliefs about the same diversity phenomenon need not always complement each other. This argument is confirmed by research on the personal and professional beliefs of teachers on diversity conducted by Cardona (2005) in the Alicante province in Spain, which showed that the participants had more positive professional than personal beliefs.…”

Section: Introductionmentioning

confidence: 99%

Primary School Teachers’ Personal and Professional Beliefs on Diversity

Knežević

2023

CEPSj

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The paper presents research conducted among Croatian primary school classroom teachers and subject teachers regarding their personal and professional beliefs about diversity. The notion of diversity in the context of education was presented as individual differences between students based on race, ethnicity, religious beliefs, gender, abilities, sexual orientation and social class. The results indicate that teachers show different levels of openness towards certain aspects of diversity in the domains of both personal and professional beliefs, but that their personal beliefs are statistically more positive than their professional beliefs. Differences in teachers’ beliefs with respect to years of work experience, previous education and professional position were also examined. Statistically significant differences were established only regarding professional position and only in the segment of professional beliefs. The results indicate that there is a need for further research in this area, that is, research that primarily investigates the factors that influence teachers’ professional beliefs.

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Section: Introductionmentioning

confidence: 99%

Primary School Teachers’ Personal and Professional Beliefs on Diversity

Knežević

2023

CEPSj

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Ideas about the values and meanings of the profession «teacher» at different levels of pedagogical education

Ledovskaya

2022

Vestn. Mininskogo univ.

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Introduction. In the system of pedagogical education, the training of professionals is possible at several levels, but the logic, concept, and basis of training should be unified and pass through all levels of education, but the normative legal acts underlying each level are mostly not synchronized with each other. Overcoming the existing contradictions is seen through the implementation of an axiological approach in education, in which value orientations should determine the meaning and content of education. The hypothesis of the study is based on the assumption that there are significant differences in the values of pupils studying at different levels of pedagogical education. To overcome the existing gap, the training of future teachers should be based on common value guidelines and educational results.Materials and Methods. The purpose of the work is to determine the value orientations of pedagogical activity from the point of view of the students of the pedagogical college and students of the pedagogical university. Sample: 400 people participated in the online study: 147 students of the pedagogical college and 253 students of the pedagogical university. Methods: the author's methodology is a questionnaire of values laid down by educational and professional standards. The structure of the methodology consists of three lists of values (relation, qualities, knowledge), reflecting the value orientations associated with the target objects – the child, the educational environment and the teaching profession.Results. Students of both levels of pedagogical education at the top of the subjective rating of values have the professional activity of a teacher for society. Otherwise, both groups of study participants have all the values expressed equally, but they put different personal meaning into them. For college students, the methodological literacy of a specialist is in the first place, the instrumental basis of the profession, which is expressed in the main thing – the teaching methodology and the possession of various methods and methods of teaching. And university students are more focused on the areas of "educational environment" and "profession".Discussion and Conclusions. The obtained data indicate the following problems: a low level of subjectivity of the child and the development of the student's personal potential for the future teacher. The solution to these problems is seen in ensuring the equivalent translation of values belonging to the category "child-environment-profession" and "qualities-relations-knowledge". The diagnosed value gaps must be leveled by combining the requirements and results laid down by educational standards and implemented in learning technologies.

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Secondary student teachers' personal values and perceptions of Teaching as Inquiry

Cited by 2 publications

References 34 publications

Primary School Teachers’ Personal and Professional Beliefs on Diversity

Primary School Teachers’ Personal and Professional Beliefs on Diversity

Ideas about the values and meanings of the profession «teacher» at different levels of pedagogical education

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